scholarly journals The Influence of Theme-Based Language Teaching toward Indonesian Students’ Reading Comprehension

2021 ◽  
Vol 1 (3) ◽  
pp. 169-177
Author(s):  
Ari Safar Wadi ◽  
Hizbul Wathoni ◽  
Ab. Aziz Bin Sulaiman
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Second Grade ◽  
Proficiency Tests ◽  
English Reading ◽  
English Reading Comprehension ◽  
Analyze Data

Reading is one of the essential skills in English language learning. In the Indonesian context, reading has been one of the essential subjects to be taught among schools and universities since English is one of the compulsory requirements for graduation. Theme-based Language Teaching (TBLT) is a prominent approach used by the teacher and the students to understand the reading. This study aimed at examining the influence of TBLT on the students' reading comprehension. This research used quantitative research with an experimental study. The study selected participants from Madrasah Aliyah (MA) NW Narmada, Indonesia. The study recruited 20 students taken from the second grade of MA NW Narmada. Pre- and post-proficiency tests were used to assemble data of the study. To analyze data, this study employed a T-test to determine the significant result. The result indicated that the pretest score achieved 71.12 and the posttest value reached 89.05. It performed that different values occur on the students' reading comprehension after the TBLT implementation. The significant value (p) also indicated that the output reaches 0.00 < 0.05, which represented the result is under the significant level (0.05). It means that there is a significant influence of the TBLT method on the students' reading comprehension. In other words, TBLT method contributes positive in+uence on the students' English reading comprehension.

THE EFFECT OF USING WRITTEN RETELLING STRATEGY TOWARD THE STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SENIOR HIGH SCHOOL KARTIKATAMA METRO LAMPUNG INDONESIA

2018 ◽  
Vol 1 (3) ◽  
pp. 26-37
Author(s):  
Rana Wijaya ◽  
M.Ihsan Dacholfany
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Senior High School ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Written Retelling

Reading is one of the important aspects of language learning. By reading, the learners get knowledge and information. But in reality, students are often ignoring to mastering this skill. It is the researchers found in the second grade of SENIOR HIGH SCHOOL Kartikatama Metro Lampung Indonesia, where students have difficulty in reading comprehension, so this leads to lower their learning. Therefore, to improve students' reading comprehension ability, researchers used Written Retelling Strategy (WRS) in the learning process.        The purpose of this study was to determine whether the use of Retelling Written Strategy (WRS) has a positive effect on students' reading comprehension in learning English. Written Retelling Strategy (WRS) considered as one strategy that makes students more active and fun in the learning process to comprehend some text.        Forms of this research are Quantitative Research conducted in two classes. Each class is divided into the trial and reserve grade. Author implements True Experimental Design (Pure Research) by applying a pre-test and post-test as an instrument. In accordance with the method of this study, the data were analyzed using t-test that allows knowing the difference between the experimental group that used a class of written retelling strategy and the control group who did not use written retelling strategy. Finally, the research data show that t observations = 3,590 and is included in the category of high impact. Furthermore, t observation T Table consult with a significance level of 5% = 2.010 and 1% = 2,682, the data states that t observations greater than the T Table, this could mean that Hi is received. And could mean that there is a positive and significant influence between experiment class and class control on the use of written retelling strategy at second grade of Senior High School  Kartikatama Metro.

scholarly journals DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

2021 ◽  
Vol 5 (1) ◽  
pp. 90-100
Author(s):  
Imam Munandar ◽  
Srimurni Srimurni
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Experimental Approach ◽  
Instructional Support ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading ◽  
Reading Activity

This research manages to analyze the effectiveness of  DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

A case study of how beliefs toward language learning and language teaching influence the teaching practices of a Japanese teacher of English in Japanese higher education

2011 ◽  
Vol 35 (6) ◽  
pp. 29
Author(s):  
Diane Nagatomo
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Practices ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Japanese Higher Education ◽  
Teacher's Beliefs

Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。

scholarly journals English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

2017 ◽  
Vol 10 (4) ◽  
pp. 18 ◽  
Author(s):  
Esim Gursoy ◽  
Sule C. Korkmaz ◽  
Ebru A. Damar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Policy ◽  
Prospective Teachers ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
English Language Teaching ◽  
Second Grade

Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.

scholarly journals UPAYA PENINGKATAN HASIL BELAJAR BAHASA INGGRIS MELALUI PENERAPAN STRATEGI PEMAHAMAN BACAAN DIRECTED READING TINKING ACTIVITY (DRTA)

2019 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Efi Padrita ◽  
Harun Sitompul ◽  
R Mursid
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Reading Ability ◽  
Observation Data ◽  
Student Activity ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading

Abstrak: Tujuan penelitian ini yaitu mengetahui: (1) keaktifan siswa selama proses pembelajaran pemahaman bacaan bahasa inggris dengan menggunakan strategi pembelajaran DRTA (DRTA); (2 peningkatan kemampuan pemahaman bacaan bahasa inggris dengan menerapkan strategi pembelajaran DRTA. Hasil penelitian menunjukkan bahwa: pembelajaran bahasa inggris diterapkan dengan strategi pembelajaran DRTA dan telah berhasil meningkatkan keaktifan siswa dalam belajar. Hal ini diketahui berdasarkan data observasi yang menunjukkan peningkatan keaktifan siswa selama siklus tindakan langsung. Pada siklus pertama terdapat 66,66 % siswa yang aktif selama proses pembelajaran berlangsung. Selanjutnya jumlah ini meningkat pada siklus kedua menjadi 91,66 % siswa yang aktif di kelas. Pembelajaran bahasa inggris dengan menerapkan strategi pemahaman bacaan DRTA dapat meningkatkan kemampuan memahami bacaan pada siswa. Berdasarkan pre test sebelum tindakan terdapat 36,11% siswa memiliki kemampuan memahami bacaan ≥ 70. Setelah dilaksanakan tindakan maka terjadi peningkatan yaitu pada siklus pertama terdapat 61,11 % siswa yang memperoleh nilai ≥ 70. Namun karena persentase tersebut belum memenuhi indikator keberhasilan tindakan maka dilakukan siklus kedua. Setelah siklus kedua dilaksanakan maka terjadi peningkatan kemampuan memahami bacaan siswa menjadi 86, 11% siswa yang memperoleh nilai ≥ 70. Kata Kunci: bahasa inggris, strategi pemahaman bacaan directed reading tinking activity  Abstract: The purpose of this study is to know: (1) the activeness of students during the learning process of English reading comprehension using DRTA learning strategies (DRTA); (2 improvement in English reading comprehension ability by applying DRTA learning strategies. The results of the study show that: English language learning is applied with DRTA learning strategies and has succeeded in increasing student activity in learning. This is known based on observation data which shows increased student activity during the action cycle Directly, in the first cycle there were 66.66% of students active during the learning process, then this number increased in the second cycle to 91.66% of students who were active in the class. Learning English by applying DRTA reading comprehension strategies could improve reading comprehension skills. Based on the pre-test before the action there were 36.11% of students had a reading ability of ≥70. After the action was taken, an increase occurred in the first cycle, there were 61.11% of students who got a score of ≥70. However, because the percentage was not meet the indicators of success of the action then the second cycle is carried out. After the second cycle was carried out, there was an increase in the ability to understand student reading to 86, 11% of students who received a value of ≥ 70. Keywords: english, reading comprehension strategy directed reading tinking activity

Impact of Supra-segmental Features on Reading Comprehension in First and Second Language: A Comparative Study of Iranian EFL learners

2020 ◽  
Vol 20 ◽  
pp. 19-42
Author(s):  
Fatemeh Mirfatemi ◽  
Amir Sadeghi ◽  
Mitra P Niyazi
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
English Language ◽  
Speech Communication ◽  
Remedial Program ◽  
English Reading ◽  
Linguistic Comprehension ◽  
English Reading Comprehension ◽  
And Control ◽  
The Impact

Supra-segmental features refer to various forms of intonation and how words and sentences are uttered. Such features challenge meaning and comprehension, too. Despite the importance of these features and their reported association with phonological awareness and linguistic comprehension, their effects on reading comprehension have not been explored. The current work investigated the impact of a remedial program on Persian and English reading comprehension of a group of English language learners (N=30 divided into experimental and control groups). The measurements tested the components of reading comprehension based on the Simple View of Reading (SVR). Additionally, supra-segmental features were assessed by Profiling Elements of Prosody (i.e., supra-segmentals) in Speech-communication (PEPS) in both languages. As a result, English and Persian elision and also Persian listening were affected by teaching supra-segmental features. Assessing the transfer of linguistic skills revealed that Persian listening and knowledge of supra-segmentals, in particular, recognizing short syllables and awareness of stress position in a sentence, contribute to English reading comprehension. It indicates that reading and listening comprehension are affected by similar cognitive processes that may lay in the knowledge of supra-segmentals. The findings also suggest that simpler systems of supra-segmentals are more likely to transfer. Pertinent pedagogical implications were presented, as well.

scholarly journals Influence of Road Traffic Noise on English Reading Comprehension of Chinese College Students Majoring in English

2020 ◽  
Vol 15 (14) ◽  
pp. 109
Author(s):  
Wei Ding
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Language Learning ◽  
Road Traffic ◽  
Traffic Noise ◽  
Road Traffic Noise ◽  
Chinese College Students ◽  
The Road ◽  
English Reading ◽  
English Reading Comprehension

Noise has a negative impact on language learning. But first and second lan-guages are affected differently by noise. To clarify the effects of road traffic noise on second language learning, this study explores deep into how road traffic noise, the main noise on university campuses, affects the English reading comprehension of Chinese college students majoring in English. The subjects were asked to finish English reading comprehension tests of three difficulty levels (easy, medium and hard) under road traffic noises of three sound pressure levels (SPLs), namely, 30 dBA, 50 dBA and 70 dBA. The score, time consumption and number of interruptions of each subject were recorded, and subjected to one-way analysis of variance (one-way ANOVA). In addition, the subjects were asked to evaluate the impacts of road traffic noises on their comprehension. The results show that: the scores of English reading comprehension gradually decreased with the growing of the SPL of road traffic noise, but the decrease is only significant for easy questions; the time consumption of reading comprehension was not greatly affected by the SPL of road traffic noise; the subjects were interrupted more frequently by road traffic noises of 50 dBA and 70 dBA than road traffic noise of 30 dBA, but the difference is only significant for hard test; according to the self-evaluation of the English majors, interruption is the main problem brought by road traffic noise, which is replaced by distraction at the SPL of 70 dBA. Overall, the road traffic noise can disturb the English reading comprehension of Chinese college students majoring in English, and the disturbance is relat-ed to the difficulty of the text. The higher the SPL of the road traffic noise, the readers are more anxious and more frequently disturbed in reading, and the lower the score of English comprehension. In addition, attention should be paid to the disturbance of 30 dBA road traffic noise on second language learners.

scholarly journals Hubungan Minat Baca dan Penguasaan Kosakata dengan Pemahaman Bacaan Berbahasa Inggris

ISLAMIKA ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 154-180
Author(s):  
Jumatriadi Jumatriadi
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Statistical Technique ◽  
Education Department ◽  
Positive Correlation ◽  
English Reading ◽  
Islamic Religion ◽  
English Reading Comprehension ◽  
Reading Interest ◽  
Analyze Data

This research is aimed at finding out the nature and strength of relationships between reading interest, vocabulary mastery with English reading comprehension, both separately and simultaneously. The research was conducted at students of first and second semester of Islamic Religion Education Department of STIT Palapa Nusantara Lombok-NTB with 50 students taken as samples using random sampling. The technique used to analyze data was the statistical technique of regression and correlation. The result of the research indicates that there are positive correlation between: (1) reading interest with English reading comprehension; (2) vocabulary mastery with English reading comprehension; and (3) reading interest and vocabulary mastery with English reading comprehension. Based on the result of the research, it can be concluded that English reading comprehension can be developed by increasing reading interest and vocabulary mastery.

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